Made available in DSpace on 2015-03-04T21:14:59Z (GMT). No. of bitstreams: 0 Previous issue date: 25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A investigação foi realizada na cidade de Pelotas, RS, em três escolas públicas da rede municipal de ensino que, durante um período de três anos, entre 2000 e 2002, deram vida ao projeto ReDE – Repensar a Docência em Exercício. O Projeto destinado à formação (continuada) de professores as buscou aproximar diferentes escolas, mediante encontros organizados sob a forma de relatos de experiências, complementados por oficinas e palestras. Esses encontros, que ocorriam uma vez ao ano, refletiam processos formativos desenvolvidos pelas respectivas escolas em seus contextos educativos. A pesquisa teve como referência principal entrevistas com onze docentes que participaram do ReDE e possuiu dois objetivos principais: o primeiro, registrar a experiência formativa promovida por escolas públicas, dando visibilidade à produção escolar, sobretudo, a resultante do trabalho coletivo e seus atores; o segundo destinou-se a refletir os significados do ReDE e prováveis desdobramentos na constituição de docências em cada escola / An investigation, during a period of three years, between 2000 and 2002, was carried out in the city of Pelotas, RS, in three public schools from the municipal network of education, work which gave life to the project ReDE – Rethinking In-service Teaching. The Project, destined to continued teacher development, had the intention of making different schools get nearer to each other through meetings organized in the form of reports on experience, complemented by workshops and lectures. These meetings, which occurred once a year, reflected formative processes developed by the respective schools in their own educational contexts. Interviews with eleven teachers who participated in ReDE were performed, being considered the main reference, as well as the research having two principal objectives: the first, to register the formative experience promoted by public schools, making the school production visible above all, the resulting collective work, and its actors. The second objective was destined to thinking about

Esta pesquisa tem cunho qualitativo, tendo utilizado a metodologia fenomenológica de estudo de caso e para a análise dos dados o método descritivo. Foi avaliada como as TICs são abordadas e utilizadas no ensino tendo as percepções dos discentes como foco principal. A amostra envolveu 26 alunos de uma escola estadual de ensino público da cidade de Santa Maria/RS. Foram realizadas oficinas para os alunos com ferramentas web de pesquisa (e conceitos sobre o funcionamento dos mesmos), exposto questões sobre direitos autorais na Internet, edição de textos e de apresentação online, editor de animações online, edição de vídeos e edição de áudios. A cada oficina, os alunos realizaram atividades com o software em cada caso. Ao final das intervenções, foram coletados os dados para a presente pesquisa. Após a análise dos dados se identificou que, embora as tecnologias da informação e comunicação estejam massificadas na sociedade, seu uso no âmbito escolar ainda é aquém da expectativa dos alunos. Ao término do pesquisa, foram identificados que embora os alunos estejam habituados ao uso de Internet e demais tecnologias, a associação destas a processos de aprendizados e professores encontram dificuldades para trabalharem de maneira sistemática com o uso de tecnologias. / This research has a qualitative character, having used the phenomenological methodology of case study and for the data analysis the descriptive method. It was evaluated how the ICTs are approached and used in the teaching with the perceptions of the students as the main focus. The sample involved 26 students from a state school of public education in the city of Santa Maria / RS. Workshops were held for students with web research tools (and concepts on how they work), exposed copyright issues on the Internet, text editing and online presentation, online animation editor, video editing and audio editing. At each workshop, students carried out content-building activities with the software in each case. At the end of the interventions, data were collected for the present study. After analyzing the data, it was identified that, although information and communication technologies are widespread in society, their use in the school environment still falls short of students expectations. At the end of the research, it was identified that although students are accustomed to the use of the Internet and other technologies, their association with learning processes and teachers find it difficult to work in a systematic way with the use of technologies.

Based on the position that perceptions about roles and functions within organizations affect the operational goals of those organizations, this study vas conducted to determine differences in perceptions among educational personnel in large Texas school districts as to the operation of purchasing departments. The data generated by the present study support the conclusions stated below: 1. All employee groups questioned feel that there is a significant discrepancy between current and ideal practices in purchasing departments. 2. Any tendency to protect the status quo appears to be limited to those involved with the purchasing system in its design and operation. 3. Being more closely associated with classroom operations causes a greater discrepancy in how purchasing department practices are viewed. 4. Secondary Teachers were either more intensely in favor of change or more willing to express opinions. 5. There exists the tendency to lose rapport with teachers the more removed one is from the classroom. 6. Communications gaps exist between purchasing departments and those in classroom operations.

Using the World Bank Public Expenditure Tracking Survey (PETS) 2004 data, propensity score matching is utilized to infer a causal impact of private tutoring on the numeracy, literacy, and total outcomes for fourth grade public school students. This research finds that students who self-report that they participate in private tutoring everyday as compared to their peers who never participate in private tutoring scored higher in literacy, numeracy, and total scores. A small Matthew Effect was found as the statistically significant variables used as predictors aligned with socio-economic status. This alignment depicts that the rich become academically richer while the poor become academically poorer. The hybrid public-private education system in Cambodia may be exacerbating inequity for the most marginalized populations.

Learning About Schooling: The Effects of State Level Student Achievement Data on Public Opinion There is a growing literature on the effects of student achievement data on public opinion. Prior research suggests that individuals tend to overestimate student achievement in their area. The provision of current achievement levels tends to cause a decrease in confidence in the public schools. In some cases, it appears to increase support for various education reforms. However, previous experimental studies measured outcomes immediately after the provision of information about education performance, making it difficult to distinguish between long-lasting information effects and the more ephemeral consequences of priming. As a result, we do not know how large these effects truly are nor how long they last. I address these concerns by conducting a survey experiment in which I provide state level student achievement data to a randomly assigned treatment group and then measure political attitudes on education issues at three separate times: immediately, after one day, and after ten days. There is evidence that the provision of state level student achievement data temporarily reduces individuals’ confidence in their state school systems, but this effect does not persist after ten days. Schoolhouse Democracy: Education Policy Responsiveness in the States The link between public opinion and enacted public policy is referred to as policy responsiveness in the political science literature. Using new estimates of state level public opinion, I explore the relationship between support for increased education spending and average per pupil expenditures at the state level from 1984 to 2013. Within a given year, I find a modest, positive relationship between statewide public opinion on education spending and statewide per pupil expenditures. On average, states with greater support for education spending also tend to spend more per pupil. Within states over time, an increase in support for greater education spending is also associated with an increase in actual spending. However, after controlling for both between-state differences and common trends across states over time, I observe a negative relationship between public opinion and education spending levels. In circumstances in which spending levels are low relative to the state average and low relative to the year average, support for increased education spending tends to be high for that state and year. Additionally, education spending responsiveness tends to be worse in states with weak or non-existent teachers unions. Polarization and the Politics of Education: What Moves Partisan Opinion? This study explores the conditions under which partisan polarization and de-polarization occur with respect to public opinion on education issues. To guide this investigation, I pose three general questions. First, does the provision of policy-relevant information cause partisans to converge on the same position? Second, can signals from political elites with ideologically moderate views move partisans closer together? And third, does direct experience with public schools reduce the political abstraction with which one evaluates education policies? I repurpose and extend 17 existing survey experiments to help answer the first two questions, and I conduct a non-experimental data analysis to investigate the third. I find consistent evidence that the provision of education spending information has de-polarizing consequences, but the effects of ideologically moderate elite signals on polarization vary by year. I also find tentative evidence in favor of a link between direct experience with public schools and reduced polarization on education issues.

This study is based on a narrow legal examination of the two contemporary state bans on public schoolteachers’ religious garb in Pennsylvania and Nebraska. Legal research and legal analysis are the primary methods used to investigate whether these two statutory bans meet the judicial and legislative tests under the Free Exercise Clause of the First Amendment to the U.S. Constitution and the Pennsylvania Religious Freedom Protection Act. The study applies the Sherbert standard as articulated by the U.S. Supreme Court—a three-part judicial test that courts use to apply the strict scrutiny standard to Free Exercise cases. The study also applies the U.S. Supreme Court’s Smith standard, also known as the general applicability test, which requires that government regulations involving religion must be “neutral and generally applicable,” and cannot “target religious conduct for distinctive treatment.” The study identifies that religious garb is legally defined as “any dress, mark, emblem or insignia indicating the fact that such teacher is a member or adherent of any religious order, sect or denomination.” This study examines the 123-year history of legal bans on public schoolteachers’ religious garb, with special attention to Pennsylvania’s current anti-religious garb statute was the first of its kind in the United States. It was enacted in 1895 in response to the Pennsylvania Supreme Court ruling that held Catholic nuns were permitted to wear religious garb (habits) while teaching in public schools. Nebraska’s anti-religious garb law, a replica of Pennsylvania’s ban, was first enacted in 1919 and repealed in 2017. Although at the time this study was published (May 2018), the study notes that earlier attempts to repeal it failed. The study concludes the following: Pennsylvania’s and Nebraska’s statutory bans on teachers wearing religious garb in public schools (1) failed the general applicability test under Smith and (2) substantially burdened religions, as defined under the provisions in Sherbert and the Religious Freedom Protection Act (RFPA). The statutes (3) partially met the rational basis test, but when faced with strict scrutiny, the statutes (4) failed to meet the compelling interest and (5) narrowly tailored tests.

School reforms in New Orleans have brought sweeping changes to the way public schools are governed and managed, and to the way in which students are assigned to public schools. Non-profit charter school boards now govern over 90% of public schools, and families are able to choose the public school in which they enroll. Competition within the system of schools is expected to compel schools to differentiate themselves from each other in order to attract and retain students. School-level budgetary data provide one source of information with which to examine the priorities schools establish as they seek to differentiate themselves. There is a significant body of research comparing the resource allocation patterns in traditional public schools to those in charter schools. Often, however, these comparisons are drawn between schools that do not operate in a single educational marketplace. Rather, they compare schools within different geographic areas that may not be in direct competition with each other. Many of the studies also fail to distinguish between non-network charter schools and those run by centralized charter school networks. This quantitative case study uses the New Orleans public school marketplace as a critical case for examining how governance and management structures impact school spending. Specifically, the study aims to identify, describe, and understand whether and how school-level resource allocation patterns differ across schools of different governance and management structures, and how those patterns might be influenced by market competition. This research uses linear regression models to estimate differences in resource allocation between traditional public and charter schools in the educational marketplace, after controlling for student and school-level characteristics. School expenditures are examined over a variety of expense categories and human resource indicators. Data from New Orleans suggest that privatization and decentralization have a significant impact on how resources are allocated at the school level. Importantly, however, no significant spending differences emerge when data are aggregated to the level of the local education agency. In other words, spending in the traditional public school district, charter management organizations, and single site charter schools appear similar, irrespective of governance and management structure of those organizations.

O foco desta pesquisa é analisar a construção das identidades de professores de inglês que atuam no ensino público. Esta é uma pesquisa qualitativa, de cunho etnográfico, que visa investigar de que maneira ocorre essa construção identitária e quais os aspectos que mais a influenciam. Através de entrevistas e de questionários respondidos por professores de escolas públicas da cidade de São Paulo, e de entrevistas com alguns de seus alunos, procuramos realizar esta análise sob alguns aspectos ideológicos, como a busca por modelos institucionalizados e a formação de hábitos culturais. As concepções que embasam este trabalho são a identidade política e cultural, apontada por autores como Bakhtin (2002), Hall (2000) e Bhabha (1998), e a pedagogia crítica, desenvolvida por Freire (1970) e utilizada por autores como Giroux (1997) e Bianchetti (2001). Teorias sobre a construção de ideologias, apontadas por autores como Ricoeur (1988) e Bruner (1986), também fazem parte do estudo. As análises indicam que os principais fatores que levam à escolha da profissão de professor de inglês são o “gosto" pela língua e a crença na “necessidade" da aprendizagem dessa língua – ambos construídos pelos ideais neoliberais – além da busca pela “sobrevivência" no mercado de trabalho e pela ascensão social que esse conhecimento promete trazer ao indivíduo. A escolha da profissão se mostra, portanto, bastante influenciada pela ideologia neoliberal. A construção identitária, no entanto, não ocorre de forma passiva, já que os professores, também têm influência nas relações sociais e na formação de identidades. Notamos que os professores investigados nem sempre demonstram total consciência das construções sociais e culturais. Entretanto, observamos evidências de desenvolvimento crítico em vários depoimentos de professores. Além disso, notamos questionamentos de alguns alunos acerca da “real necessidade" de se aprender inglês. / This study focuses on the investigation of the professional identities of English teachers who work in public schools in the city of São Paulo. This is a qualitative research, with ethnographic aspects, aiming at analyzing the ways in which the professional identities of the investigated community are built. Through interviews with teachers and some of their students, as well as some questionnaires answered by some of the teachers, we have analyzed their identity construction under some aspects such as the adequacy to institutionalized models and the formation of cultural habits. The concept of identity used in this study is the concept of a social and political identity, pointed out by some authors such as Bakhtin (2002), Hall (2000) and Bhabha (1998). Other theories used in this study are the critical pedagogy, developed by Freire (1970) and also used by other authors like Giroux (1997), and Bianchetti (2001), as well as the theories of ideology construction, pointed out by authors like Ricoeur (1988) and Bruner (1986). The analyses indicate that the main factors that lead to the professional choice of English teachers are the “admiration" for the language and the belief in the “necessity" of learning it – both of them built by the neoliberal ideology – besides the search for “survival" in the job market and the social improvement that this knowledge promises to bring to the individual. The professional choice, therefore, has proved to be strongly influenced by the neoliberal ideology. The identity construction, however, does not take place in a passive way, since the teacher also influence in the social relations and in the construction of identities. It is noted that the teachers do not always demonstrate total awareness of the social and cultural constructions in a society. However, criticism was observed in various statements provided by the teachers. Besides, some students have questioned the “real necessity" of learning English.

A exposição da comunidade escolar às novas tecnologias de informação e comunicação tem impacto positivo na apropriação tecnológica. Nosso objetivo é analisar o uso dos laboratórios de informática em três escolas públicas de Diamantina. Utilizamos como parâmetros os estágios evolutivos do Projeto ACOT (Apple Classroom of Tomorrow - Salas de Aula do Futuro da Apple). O referencial teórico trabalha a partir de cinco estágios evolutivos: (1) exposição; (2) adoção; (3) adaptação; (4) apropriação e; (5) inovação. Estas categorias derivam de registros de observação nos 10 anos de duração do projeto da Apple. Cada estágio expõe comportamentos e atitudes que gradativamente incorporam as novas tecnologias. A fonte dos dados está (a) nas entrevistas com professores, alunos, diretores de escola, mães e (b) nos registros de observações em campo realizadas no período de 2004 e 2005. O procedimento analítico busca as unidades significativas do discurso. Os estágios do projeto ACOT podem ser usados como parâmetros para mostrar a apropriação tecnológica nas escolas. Nas três escolas analisadas percebe-se que há uma apropriação significativa do uso das novas tecnologias em sala de aula, propiciando mudanças no ambiente escolar e mudança de postura na relação professor-aluno. Este trabalho foi produzido no Programa de Pós-Graduação em Educação (FACED/UFRGS), insere-se na linha de pesquisa Informática na Educação e vincula-se ao Núcleo de Educação Digital. / The exposure of school communities to new information and communication technologies has positive impact on technological appropriation. Our objective was to analyze the use of computer laboratories in three public schools in Diamantina. We have used the evolutive stages of the ACOT Project (Apple Classroom of Tomorrow) as parameters. The theoretical reference works from five evolutive stages: (1) exposure; (2) adoption; (3) adaptation; (4) appropriation and (5) innovation. These categories have derived from observations recorded during the 10-year period of the Apple Project. Each stage shows behaviors and attitudes which have gradually incorporated the new technologies. The source of data consists of (a) interviews with teachers, students, principals and mothers, and (b) field observations recorded between 2004 and 2005. The analytical procedure has searcherd for meaningful units of discourse. The stages of the ACOT Project may be used as parameters to show the technological appropriation in schools. In the three schools analyzed, there has been a significant appropriation of the use of new technologies in the classroom, thus allowing for innovation in the school environment and change of position in the teacher-student relashionship. This work has been carried out in Programa de Pós-Graduação em Educação (FACED/UFRGS) as part of the research area related to the use of computers in education and is associated with the Núcleo de Educação Digital.

Comparison and contrast of perceptions of current and ideal levels of Involvement with 50 tasks by 45 district level school library media supervisors in Texas public schools was accomplished using a survey instrument eliciting information in three areas: Curriculum and Instruction, Public Relations and Communication, Actainistration and Budget. Using tasks based on a Texas Education Agency publication, i, tests for correlated means were used to determine statistically significant differences between means for current and ideal levels of involvement for supervisors grouped by age, degree and certification as well as for the group as a whole. Findings showed that most demographic groupings perceived a need for greater involvement with various curriculum planning and design activities, evaluation of noncertlficated library media personnel and with various public relations activities.